Education in Study Design and Statistics for Students and Professionals

There is a fear of statistics among the public, state and federal officials, and even among numerous scientists. The general feeling appears to be based on the convoluted manner in which “statistics” is presented in the media and by the cursory introduction to statistics that most people receive in college. Among the media, we often hear that “statistics can be used to support anything you want”; thus, statistics (and perhaps statisticians by implication) become untrustworthy. Of course, nothing could be further from the truth. It is not statistics per se that is the culprit. Rather, it is usually the way in which the data were selected for analysis that results in skepticism among the public.

Additionally, and as we have emphasized throughout this book, “statistics” and “study design” are interrelated yet separate topics. No statistical analysis can repair data gathered from a fundamentally flawed design, yet improperly conducted statistical analyses can easily be corrected if the design was appropriate. In this chapter we outline the knowledge base we think all natural resource professionals should possess, categorized by the primary role one plays in the professional field. Students, scientists, managers, and yes, even administrators, must possess a fundamental understanding of study design and statistics if they are to make informed decisions. We hope that the guidance provided below will help steer many of you toward an enhanced understanding and appreciation of study design and statistics.